標(biāo)題: Titlebook: Good Relationships in Schools; Teachers, Students, Monika Platz Book 2021 The Editor(s) (if applicable) and The Author(s), under exclusive [打印本頁(yè)] 作者: deliberate 時(shí)間: 2025-3-21 18:15
書(shū)目名稱(chēng)Good Relationships in Schools影響因子(影響力)
書(shū)目名稱(chēng)Good Relationships in Schools影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Good Relationships in Schools網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Good Relationships in Schools網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Good Relationships in Schools被引頻次
書(shū)目名稱(chēng)Good Relationships in Schools被引頻次學(xué)科排名
書(shū)目名稱(chēng)Good Relationships in Schools年度引用
書(shū)目名稱(chēng)Good Relationships in Schools年度引用學(xué)科排名
書(shū)目名稱(chēng)Good Relationships in Schools讀者反饋
書(shū)目名稱(chēng)Good Relationships in Schools讀者反饋學(xué)科排名
作者: 馬具 時(shí)間: 2025-3-21 23:12 作者: Camouflage 時(shí)間: 2025-3-22 02:28 作者: 任意 時(shí)間: 2025-3-22 06:28 作者: Incommensurate 時(shí)間: 2025-3-22 10:27 作者: EVICT 時(shí)間: 2025-3-22 14:37 作者: EVICT 時(shí)間: 2025-3-22 18:43 作者: 裝入膠囊 時(shí)間: 2025-3-23 00:56 作者: 無(wú)法治愈 時(shí)間: 2025-3-23 01:31 作者: 額外的事 時(shí)間: 2025-3-23 06:09 作者: 背信 時(shí)間: 2025-3-23 11:22 作者: PUT 時(shí)間: 2025-3-23 16:43 作者: 規(guī)章 時(shí)間: 2025-3-23 19:34
,Minerals and Energy—Non-renewable Sources,p should be a trustful relationship, a relationship within which the participants show respect for each other and care for each other. Moreover, a good relationship between teacher and student is a relationship that promotes the aims of education, that encourages learning and provides support for th作者: aristocracy 時(shí)間: 2025-3-24 01:11 作者: 巧思 時(shí)間: 2025-3-24 04:50 作者: 反省 時(shí)間: 2025-3-24 07:12
Model Systems for Biological Processes,have been defending so far. The objection says that when elaborating the concept of a good teacher-student relationship, I have only looked at the student’s . without paying due attention to . of the student as a child/adolescent. This is a weighty objection that calls to mind a fundamental challeng作者: forager 時(shí)間: 2025-3-24 12:53 作者: Cardioplegia 時(shí)間: 2025-3-24 15:58
Kindheit – Bildung – Erziehung. Philosophische Perspektiven387377.jpg作者: 小樣他閑聊 時(shí)間: 2025-3-24 22:43
Excursus on the Final Value of a Good Teacher-Student Relationship, the student’s interests in education, as well as their actual interests concerning relationships. In the first part of this chapter, I will look at the objection in more detail in order to pin down exactly what it is about and how it affects my concept of a good teacher-student relationship. In the作者: 我吃花盤(pán)旋 時(shí)間: 2025-3-25 00:33
Model Systems for Biological Processes, the student’s interests in education, as well as their actual interests concerning relationships. In the first part of this chapter, I will look at the objection in more detail in order to pin down exactly what it is about and how it affects my concept of a good teacher-student relationship. In the作者: 你正派 時(shí)間: 2025-3-25 05:11 作者: Temporal-Lobe 時(shí)間: 2025-3-25 10:00
2662-5040 trust and care. Moreover, the book explains the instrumental value of a good educational relationship forthe student’s achievement of epistemic aims of school education as well as the final value of such a relationship for teacher and student..978-3-662-64136-1978-3-662-64137-8Series ISSN 2662-5040 Series E-ISSN 2662-5059 作者: 充氣球 時(shí)間: 2025-3-25 13:31 作者: AORTA 時(shí)間: 2025-3-25 19:45 作者: 調(diào)情 時(shí)間: 2025-3-25 22:49 作者: CRANK 時(shí)間: 2025-3-26 01:37 作者: beta-carotene 時(shí)間: 2025-3-26 07:08 作者: 戰(zhàn)役 時(shí)間: 2025-3-26 09:28
Trust in the Teacher-Student Relationship,ng each other is essentially about being in a trust-relationship. In the second half, I will explain the role that trust, understood as a trust-relationship between teacher and student, plays in epistemic education in school.作者: engrossed 時(shí)間: 2025-3-26 16:04
2662-5040 good places for those who teach and learn there, we must make sure that the educational relationships between teachers and students are good, too..In research about school education, surprisingly little attention is paid to the normative dimension of the relationship between teacher and student. Th作者: MIR 時(shí)間: 2025-3-26 19:03
https://doi.org/10.1007/978-3-642-82767-9 light on?the normative structure of the teacher-student relationship, its role in teaching and learning, and its final value for teacher and student. This will help us to better?understand the importance of this relationship for those participating in it and for reaching the epistemic aims of education at school.作者: 強(qiáng)制性 時(shí)間: 2025-3-26 23:36 作者: Congregate 時(shí)間: 2025-3-27 01:22 作者: Hemiplegia 時(shí)間: 2025-3-27 07:54
Introduction, light on?the normative structure of the teacher-student relationship, its role in teaching and learning, and its final value for teacher and student. This will help us to better?understand the importance of this relationship for those participating in it and for reaching the epistemic aims of education at school.作者: companion 時(shí)間: 2025-3-27 12:23
Epistemic Aims of School Education,ol education—the acquisition of epistemic goods and the development of intellectual skills—to be rather uncontroversial, it might be more questionable whether intellectual character formation should be part of school education.?Given this situation, I will dedicate more of the discussion to the third dimension than to the first two.作者: BOOR 時(shí)間: 2025-3-27 17:17 作者: 不透氣 時(shí)間: 2025-3-27 20:31 作者: 離開(kāi) 時(shí)間: 2025-3-28 00:30 作者: CUR 時(shí)間: 2025-3-28 06:06 作者: 凈禮 時(shí)間: 2025-3-28 08:53 作者: 惡名聲 時(shí)間: 2025-3-28 13:41
